Abstract:

Teaching mathematics at primary schools in the Czech Republic is on the threshold of radical changes. These changes are the logical consequences of changes in the curriculum of computer-oriented subjects (or computer science subjects – CSs), where they will more than in the past focus on teaching algorithmization, programming, coding and the development of informatics thinking. While it was previously the content of these subjects to educate pupils in areas such as hardware, or the use of application software, according to the new concept these topics will move to other school subjects.

We believe that mathematics teachers are well prepared for the upcoming planned changes beyond the others, also due to the interconnectedness of both subjects in terms of content and mutual usefulness or usability.

Many teachers of mathematics have already included activities that support the development of digital literacy in their teaching for a long time, but often in the planning of teaching they are based on what their pupils have learned in CSs lessons.

We present further results of our research carried out at almost 2000 Czech pupils in primary schools and their mathematics teachers. We deal with the issue of readiness of Czech teachers for planned changes, in what form and to what extent they currently develop digital literacy in mathematics lessons and whether and how their pupils perceive these efforts.

Keywords:

Mathematics, teachers, curriculum transformation, development of digital literacy.